Quantifying Intervention Intensity: A Systematic Approach to Evaluating Student Response to Increasing Intervention Frequency

A comparative analysis of massed vs. distributed practice on basic math fact fluency growth rates

“…Considering the spacing effect as an inclusive intervention component may provide additional aid toward decision making within an RTI framework, which purpose is to structure intensity of support to meet student needs. Yet, whereas intensity has been conceptualized as a learning-outcome-per-time metric (Duhon, Mesmer, Atkins, Greguson, & Olinger, 2009), distributing practice while controlling for time may be considered especially useful when building acceptable interventions within an RTI model. All conditions resulted in increased DCPM scores and supported past research that ET is an effective procedure to increase math-fact fluency (Miller et al, 1995;Rhymer et al, 2002;Van Houten & Thompson, 1976).…”

Describing Treatment Intensity in Milieu Teaching Interventions for Children With Developmental Disabilities: A Review

“…Specifically, the core idea of a tiered RTI model requires that interventions are arranged to be on a continuum of intensity to locate the least intrusive but effective intervention for the targeted student(s) with academic and/or behavioral concerns (Duhon, Mesmer, Atkins, Greguson, & Olinger, 2009). Without a clear understanding and explicit quantification of the basic components of intervention intensity (treatment dosage), it will be challenging for researchers and practitioners to match the most appropriate intervention intensity to a particular child.…”

“…Without a clear understanding and explicit quantification of the basic components of intervention intensity (treatment dosage), it will be challenging for researchers and practitioners to match the most appropriate intervention intensity to a particular child. Without greater precision, the relatively rough categorization of intervention intensity under the RTI framework into two types, general education interventions and intensive interventions, may play a restricted role in profiling a more cost-effective intervention programming for children (Duhon et al, 2009;L. S. Fuchs, 2003).…”

Speech Sound Disorder and Visual Biofeedback Intervention: A Preliminary Investigation of Treatment Intensity

“…These findings align with the premise that increasing frequency of intervention associated with high overall intensity will lead to improvement of a desired behavior. 44 However, Baker and McLeod 45 reported that many SSD studies document measures of dose frequency and treatment duration; yet, very few reported dose, a finding also noted in the current study, and one that makes it difficult for clinicians to replicate treatment programs from studies with positive outcomes. Our preliminary findings suggest that planning, implementing, tracking, and adjusting dose, as well as frequency and duration, may help improve treatment efficacy.…”